The Influence of Online Teaching on Face -to -Face Teaching Practices
Scagnoli, Norma Ines
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/87792
Description
Title
The Influence of Online Teaching on Face -to -Face Teaching Practices
Author(s)
Scagnoli, Norma Ines
Issue Date
2007
Doctoral Committee Chair(s)
Johnson, Scott D.
Department of Study
Human Resources and Family Studies
Discipline
Human Resources and Family Studies
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Higher
Language
eng
Abstract
At present, the integration of online technologies in educational practice is providing new opportunities for teaching and learning, it is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear if direct exposure to fully online teaching helps in the integration of technology in the classroom, and no previous research study has explored if this direct experience in online teaching plays a role in the transfer of new pedagogical practices to the face-to-face course. The purpose of this study was to examine how online teaching experience may influence upcoming classroom teaching practices. This research study followed a qualitative research design, more specifically it was a collective case study that included the participation of four faculty members who had taught online and face-to-face for over ten years. The results of the study showed that (a) the experience acquired in online teaching influenced the instructors' perceptions and understanding of online learning, and (b) the transfer of pedagogical strategies back to the classroom will depend on different factors besides the experience of teaching online. Those factors include the instructors' teaching style, their satisfaction working in the online environment, and the similarity of content and context between the online and the face-to-face courses. The results from this study have the potential to inform innovations in faculty training and development, and to encourage further research in this area.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
